Relationship Cultivation

At first glance, St. Lawrence University might give the impression that it is an institution far removed from the rest of the world. Founded in 1856 in Canton—a town of 10,000 in upstate New York— St. Lawrence is a private liberal arts institution with a student body of 2,500. Ottawa, Ontario, is the closest major city, located 80 miles away across the Canadian border. But it is the university’s remote location that fuels a need to give its students an international perspective.

“St. Lawrence is indeed very isolated. Because of that, there has been very strong faculty leadership to implement more global engagement,” says Marina Llorente, a professor of modern languages and literature who became associate dean of international and intercultural studies and senior international officer in 2016.  

St. Lawrence’s commitment to global engagement dates back to the 1920s, when students established the first International Relations Club on campus. Beginning in the 1930s, the institution hosted a series of cross-border conferences on U.S.-Canadian relations in collaboration with the Carnegie Endowment for International Peace and Queen’s University in Kingston, Ontario. In 1949, St. Lawrence hosted the world’s first Model United Nations. The institution was also one of the first U.S. universities to actively engage in East Africa in the early 1970s. 

“The drive to explore and understand the world beyond our rural upstate New York campus has been part of St. Lawrence University’s institutional DNA for over 90 years,” said President William L. Fox. “St. Lawrence has continuously focused on building international components into curricular and cocurricular programming. You can say that internationalization is central to what we do and who we are.”

Nine percent of St. Lawrence’s total student population comes from abroad, but the institution also serves highly qualified, often high-need students from the surrounding region in upstate New York. More than 20 percent of the domestic undergraduates are eligible for Pell grants. 

“For those students, the sort of international perspective we have is amplified even more,” says Karl Schonberg, vice president of the university and dean of academic affairs. “There is a really interesting relationship between the local and the global here because of that mix of students in our population.” 

Prior to Llorente, Schonberg served as the associate dean of international and intercultural studies, leading the Patti McGill Peterson Center for International and Intercultural Studies (CIIS). CIIS oversees all international programming on campus, manages off-campus study programs, and coordinates a number of area studies programs. The associate dean position is filled by a tenured senior faculty member who serves for 4 years, with a possible two-year extension. 

Opportunities for Internationalization Through Off-Campus Programs

Since 1987, CIIS has coordinated the international and domestic off-campus programs, which previously operated through individual departments. CIIS currently manages 30 off-campus study programs in more than 25 countries. These programs provide significant professional development opportunities for faculty members. Forty-six percent of full-time faculty have led off-campus study programs of various lengths.

English professor Natalia Singer says that she never would have imagined that joining the faculty at St. Lawrence would take her as far afield as France and India. “There are so many projects and endeavors that have helped internationalize our curriculum that I’ve been able to take part in. I’ve been able to not only broaden my own curricular specialities, but also to direct and teach abroad,” she says. 

Students similarly benefit from a myriad of options available for experiential learning. Almost 70 percent of students participate in an off-campus study experience prior to graduating. The Institute of International Education’s (IIE) Open Doors report ranked St. Lawrence 15th among the top 40 baccalaureate institutions for the number of undergraduates participating in study abroad programs in 2015–16.  

St. Lawrence offers five signature semester- or yearlong study abroad programs in France, Kenya, Spain, and the United Kingdom, and its First-Year program in London, England. In addition, it runs signature domestic off-campus programs in the Adirondack Mountains and New York City. The university has seen significant growth in its off-campus summer programs over the last several years. In summer 2018, for example, St. Lawrence offered 12 courses in Denmark, France, Ireland, Israel, Italy, Kenya, Nicaragua, Rwanda, and the United Kingdom, and two in the United States.

Madeleine Wong, associate professor and chair of global studies, recently spent a semester teaching in St. Lawrence’s First-Year program in London. As an alternative to the institution’s on-campus First-Year program in Canton, students live together in central London and take liberal arts courses that focus on developing their writing, speaking, and research skills. “I wanted to make sure that our program did not reinforce or perpetuate some of the tourist expectations that students have about study abroad,” Wong says. 

A particular area of focus has been the creation of education abroad programs for students majoring in science, technology, engineering, and mathematics (STEM). A growing number of students in these disciplines have been able to engage in off-campus programs due to concerted faculty efforts; in 2016–17, approximately 29 percent of students in off-campus programs were STEM majors.

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Ten years ago, Ed Harcourt, professor of computer science and mathematics, worked with CIIS to develop the first education abroad program for engineers. The result was a semester-long program hosted by the University of Otago in New Zealand. “Over the years, I’ve been hunting around for places for our science, math, and engineering students to study abroad. The biggest constraint is being able to take these classes, science and math classes, in English,” Harcourt says. 

St. Lawrence STEM majors also have study abroad options at James Cook University in Australia, the University of the West Indies at St. Augustine in Trinidad and Tobago, and Xi’an Jiaotong-Liverpool University in China. 

Funding Opportunities for Undergraduate Research Abroad

In addition to its credit-bearing off-campus programs, CIIS offers a variety of opportunities for students to conduct research or pursue personal projects abroad. CIIS receives support from various donors, many of whom are alumni of off-campus programs, to fund travel enrichment grants that allow students to pursue an academic or personal interest while studying abroad. Travel research grants are also available to students who want to pursue more extensive study or research through independent travel or during an extension of an off-campus study program. 

Music major Emma Greenough received a CIIS travel research grant to attend the Russell Memorial Weekend festival in Doolin, a small coastal village in Ireland, during her semester abroad in Cork City. “My goal of this brief, yet informative and meaningful trip was to show how Irish music and its culture, including its natural beauty, are intermingled throughout the country,” she says. “My study abroad experiences, especially my time in Doolin, nurtured my love of Irish music and provided me reason to return [to Ireland] in the future.”

The CIIS Fellows program is another funding opportunity that supports faculty-student collaboration throughout the world and has funded 33 projects since 2001. The Fellows program is noncredit bearing but may lay the foundation for future academic work such as a senior capstone project. 

Wong took four students abroad to conduct independent research through the CIIS Fellows program. In July 2018, she accompanied global studies major Shanice Arlow to Namibia to examine how notions of race impact different populations in post-apartheid Namibia. Wong and Arlow received $7,500 from CIIS to conduct interviews with people across multiple generations and do archival research at the National Library of Namibia. 

Wong says the students’ projects are often tangential to her own research interests: “My role is to foster a sense of intellectual curiosity and experiential learning of the world in my students. Each of the students have their own interests, and my job is to help them develop critical thinking skills and [learn] how to do research in a foreign place to enhance their understandings of diverse global issues. I’m there to supervise them and teach them to ask interesting questions.” 

Encouraging Self-Awareness Through Global Studies

St. Lawrence’s off-campus study programs provide a way for students enrolled in interdisciplinary area studies programs to gain international experiences and still complete their degree requirements. The university offers degree programs in African, Asian, Canadian, Caribbean/Latin American, and European studies, as well as programs in Native American and African American studies. Drawing on the strengths of its area studies programs, the institution received a $1 million external grant from the Endeavor Foundation to support five faculty positions and establish the Global Studies Department in 2000.

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Professor of global studies Eve Stoddard was the first chair of the new department. She says that the global studies major was born from the fact that many themes in international studies cut across countries and disciplines. In addition to learning a second language, global studies majors take five core courses that introduce them to key concepts and debates related to global processes, political economies, and cultural studies. Students also design a concentration, which might be an intense area study or a cross-cutting theme such as gender studies.

The global studies curriculum is designed to encourage students to examine their own identities and place in the world through a global studies lens. “A lot of our students have developed that critical self-awareness of who they are, …their roles in society, [and] their responsibilities to the world, to their local communities, and to the world,” Wong says. 

Britni Stupin knew she wanted to major in global studies when she was accepted to St. Lawrence. As she started to take her global studies courses, she began to gravitate toward topics related to Africa and public health. 

Stupin was able to further pursue these interests through the Semester in Kenya program, which is run through St. Lawrence’s campus in Nairobi. While she was there, she focused on a community approach to health care. Stupin had the opportunity to work as a health programs intern at a nongovernmental organization in Kigali, Rwanda. “In essence, global studies has allowed me to find and pursue my academic interests and passions and has given me the tools necessary to think critically about the world around me,” she says.  

Establishing a Long-standing Footprint in Kenya

Stupin is one of more than 2,000 students who have studied in Kenya since St. Lawrence launched its first semester-long program there in 1974. In 2014, the institution celebrated 40 years of engagement in East Africa, based out of its five-acre Nairobi campus, which currently employs 17 Kenyans. “The program is very much about not encountering East Africa, but engaging and embedding yourself in the local community,” says Matthew Carotenuto, a professor of history who also coordinates the African Studies program, which launched in the 1980s. 

During the first week of the Semester in Kenya program, students live in accommodations on the Nairobi campus and participate in a weeklong orientation that prepares them to live independently in Kenya, with an emphasis on safety and security. Students spend 8 weeks on the campus where they take a series of courses, including Swahili and “Culture, Environment and Development in East Africa.” The group participates in rural and urban homestays as well as three extended field experiences in northern Tanzania and in various locations in Kenya. After the first 3 months in Kenya, students do a monthlong independent study, often with a placement at a host organization that works with an issue that interests them. 

In addition to Kenya, students are placed all over East Africa, including Rwanda, Tanzania, and Uganda. For instance, students have interned with a member of the Kenyan parliament who is a St. Lawrence alumnus, and other students who are interested in public health have been placed at a hospital in Dar es Salaam, Tanzania.  

St. Lawrence strives for a mutually beneficial relationship in its overall approach to engagement in Kenya. Since 1984, the university has offered annual scholarship opportunities to Kenyan students to study in Canton, New York. Many Kenyan alumni who have studied at St. Lawrence have gone on to distinguished careers across Kenya, including four who were elected to the Kenyan parliament.

Emmanuel Ngenoh, a computer science and economics major who graduated in 2015, says his scholarship to St. Lawrence changed his life. While he initially struggled to adjust to life in Canton, he received support from the close-knit campus community and his host family. “I went from wanting to go back home the first few months at St. Lawrence, to not wanting to leave at all my senior year,” Ngenoh says.

He has subsequently returned to East Africa, where he has worked as a software developer and cloud solutions specialist. Ngenoh is currently planning on enrolling in a master’s program in information systems management at Carnegie Mellon University, which includes 1 year of study in Australia and 1 year of study in Pennsylvania. “There is no question as to how my experience at St. Lawrence University has influenced my adaptability in the world and expanded my abilities,” Ngenoh says. 

In 1992, the university created a standing two-year position for a visiting Swahili scholar who can either conduct research toward a PhD from a Kenyan university or earn a master’s degree from St. Lawrence. The current visiting scholar, Khalid Omar Kitito, previously worked as an education officer at the National Museums of Kenya and interacted with St. Lawrence students who visited the museums in Mombasa as part of the Semester in Kenya program.  

As the visiting scholar, Kitito taught Swahili and two semesters of “Swahili Culture and Identity,” which were intended to help students understand cultures other than their own. Moreover, Kitito taught a course titled “Hakuna Matata” for Canton area high school students to share Kenyan cultures and cultural practices. While at St. Lawrence, Kitito earned a master’s degree in human development and school counseling. He says his stipend has also helped fund his PhD program in Kenya.

Creating an International Community on Campus

In addition to welcoming international scholars on campus, St. Lawrence has made international student recruitment a strategic priority. The university has doubled its overall international undergraduate student population from 4 percent in 1995 to 8.5 percent in 2016. The campus hosted a total of 217 international undergraduate students from more than 60 different countries in 2016.

A large number of St. Lawrence University’s international students come from United World Colleges (UWC), a network of 17 high schools around the world, with support from the Shelby Davis Foundation, which offers up to $20,000 in financial aid per student. “They’re among the very best students on this campus and they’re involved in everything you can mention,” says President Fox. 

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With the growing international student population, St. Lawrence has increased the number of staff supporting the students’ academic and social adjustment. In addition to organizing intercultural activities, CIIS staff have focused on integrating domestic and international students. One way they have done this is through the creation of a living learning community called InterCultural House (I-House). I-House was established in 1984 as a coed facility accommodating around 80 domestic and international students. The internationally themed community offers diverse events, trips and community building activities, and a weekly tea time that encourages domestic and international students to come together and interact. 

Another major initiative is the Global Gateways program, which is funded by a grant from The Andrew W. Mellon Foundation. The program seeks to foster intercultural exchanges while strengthening the bond between domestic and international students. In summer 2017, the program brought together 19 international students and six domestic students for a twoweek program prior to the start of the fall semester. 

“Global Gateways seemed like the perfect opportunity to learn about the different people that live around the world who go to St. Lawrence,” says undergraduate Connor Glitz. “In 17 short days, the program transformed us from an international group who didn’t know each other into a family of St. Lawrence students.”

Svetlana Kononenko, an international student from Russia, wanted to join the program after struggling to connect with international peers in high school. “Paintballing, swimming, campus kitchens, biking, presentations, classes, and games late at night made Global Gateways into a memorable and valuable experience,” she says. 

The program represents a microcosm of St. Lawrence’s overall strategy for bridging the local and global. “I strongly believed that this...program would help me to develop leadership skills and find my niche in a truly global university community by providing a forum for both international students and domestic students to blur the line of difference, thereby building an inclusive community,” Kononenko says. “And that’s what I found.”

As one of the nation’s premier public research institutions, West Virginia University (WVU) serves as an economic driver and knowledge base in a region of the United States where industry and population are declining. WVU has leveraged its strengths in areas such as public health, natural gas, and petroleum engineering to develop partnerships that aim to solve both local and global problems.

When the state of West Virginia was hit by a major flash flood in June 2016, WVU students, staff, and faculty came together to offer support to the devastated communities. “Within a few hours of knowing the flooding was occurring, our entire campus joined together and we turned one of our big empty spaces into a warehouse where we could [put] supplies,” says former provost Joyce McConnell. 

The largest group in the warehouse lending support were Engineers Without Borders students from India, she says. The students quickly jumped in to help organize supplies and coordinate relief efforts, drawing on their own experience with flooding in their native country. “It was this incredible moment to see what it means to have international students bring their expertise to a crisis in a place like West Virginia,” McConnell explains. 

Each year, WVU welcomes around 2,200 international students who contribute to the student body of nearly 30,000 across the three campuses. Most international students study at WVU’s main campus in Morgantown, a city of rolling hills situated along the banks of the Monongahela River. 

In a state with a dwindling college-aged population, WVU has looked to international and domestic nonresident students to bolster its student body. According to Stephen Lee, associate vice president for enrollment management, more than half of the freshman class come from abroad or out of state. “Everything we do relies on this unique enrollment profile in terms of who we recruit and how we recruit,” he says. “International is a key component of that.”

The presence of international and out-of-state students helps bring diverse backgrounds and perspectives to a state that is largely homogeneous demographically. According to President E. Gordon Gee, West Virginians who enroll at WVU can essentially “study abroad by staying here” because of the cross-cultural exchanges they can have with international students arriving from 150 different countries. “Because many of our students come from very small towns in Appalachia, the notion of going to the university, let alone overseas, is a big step,” he says. “The international component of this institution is about what we do on campus, as well as what we do internationally.”

Centralizing International Engagement Efforts

WVU has a long history of international engagement— particularly in the Middle East due to the institution’s expertise in the petroleum industry—but many of its activities were decentralized until relatively recently. That was a trend that McConnell wanted to reverse when she became provost in 2014. “When I first came here in 1995, there was just this loose organization of people doing their own thing,” she says. “You could go to any college on campus and you would find all of these very interesting international collaborations going on, but the only thing that was centralized at all was the processing of visas.”

Support from Gordon Gee and McConnell fueled the push to consolidate WVU’s international activities under the Office of Global Affairs (OGA) in 2016. William Brustein, who had previously worked with Gordon Gee at The Ohio State University, was brought on as vice president for global strategies and international affairs to lead the newly minted OGA. The office now oversees education abroad, international student and scholar services, intensive English programs, sponsored student services, and the Health Sciences Center Global Engagement Office. 

Under the direction of the OGA, WVU has prioritized two key approaches to internationalization: leveraging the institution’s strengths and building strong international partnerships. “We need to constantly remind ourselves of who we are and why we’re doing what we’re doing,” Gordon Gee says.

Brustein adds that drawing on WVU’s expertise in areas such as energy and medicine abroad is crucial to its land-grant mission. “Our faculty are developing research collaborations all around the world. We believe the international aspects of this research, whether it’s in health, energy, or forensics, can not only help people overseas, but will also help the people of the state of West Virginia and the future prosperity of the state,” Brustein says.

Strengthening Ties with Bahrain

One of WVU’s most successful international partnerships is with the Royal University for Women (RUW) in Bahrain. Founded in 2005 by four brothers who graduated from West Virginia University, RUW is the kingdom’s first private university for women. WVU has collaborated with RUW since 2009 to create student exchanges and faculty research opportunities. Faculty members from both universities have engaged in research collaborations in the fields of energy, water resources, health care, and women and gender studies. 

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In 2019, business and economics professor Susan Jennings Lantz took a group of 10 female students for a one-credit study abroad and cultural exchange trip to RUW over spring break. “Our students are able to get behind the scenes because they are staying in the residence hall,” Jennings Lantz says. “It’s a heavily gendered experience, but it’s unlike anything that our students have experienced.”

While she was in Bahrain, pre-med major Garima Agarwal says she realized just how different the economic and social landscape is between the Gulf Coast and Appalachia. “Here in West Virginia, we’re not used to that kind of glamor,” she says. “It was also my first time attending a mosque and learning about Islam.” Agarwal had the chance to participate in a debate about feminism with RUW students as well. “They have a very different approach to feminism than we do in the Western world,” she says. 

Agarwal, who graduated in May 2019, says that the experience will help inform her practice as a future doctor. “I understand their culture more closely now,” she explains. “As I see patients from that side of the world, I can take a more holistic approach to their care.”

The WVU-RUW partnership features other areas of the science, technology, engineering, and mathematics (STEM) domain. RUW hosts a WVU civil and environmental engineering program, which launched in 2017. The program is WVU’s first full degree program offered abroad and has served as a model for the development of dual-degree programs in other countries such as China. RUW students take the same courses that are offered in Morgantown and have the option to study abroad in West Virginia for a semester or more, allowing for additional global learning and connections. The creation of such dual-degree programs involves continued support and input from stakeholders throughout the institutions.

The partnership extends to the highest levels of university leadership. President Gordon Gee serves on the Royal University for Women’s Board of Trustees, and other WVU administrators have offered their insights and support as RUW continues to grow. In 2018, David Stewart took a leave of absence from his position as associate vice president for global strategy and international affairs at WVU to serve as president of the Royal University for Women.

“I’m ‘on loan’ here for 2 years,” Stewart explains. “We did that to really cement the relationship between the two universities and to speed up the development of WVU offering other kinds of programs in the Middle East.”

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Investing in a Presence Abroad Through Global Portals

WVU’s partnership with the Royal University for Women has been the foundation of its engagement in the Middle East and has been a prototype for the development of its global portals strategy in other parts of the world. Brustein describes the global portals as “academic embassies” where WVU maintains a physical presence in the region. The portals facilitate student exchange and education abroad, faculty exchange and research collaboration, alumni engagement, and industry and state partnerships. Additionally, the portals allow WVU to offer development and training opportunities in areas such as energy and medicine. 

In November 2016, Bahrain became the site of WVU's first global portal. The WVU Health Sciences Center uses the portal to provide on-site training and certification for medical health professionals from the Middle East. Because it can be very expensive to send faculty and students to the United States and increasingly difficult to obtain visas, WVU has made training and services more accessible by offering them at RUW. An example is an advanced certificate in occupational medicine that is certified by the American Medical Association. The second global portal was launched in Shanghai, China, in July 2018 and is directed by a WVU alumnus from China. WVU is currently working with partners in South America to develop another portal representing Latin America and also plans to eventually establish a presence in Southeast Asia. 

Addressing the Barriers to Study Abroad

Approximately 750 domestic students study abroad every year through credit-bearing programs. Because nearly one-quarter of all WVU students are Pell-eligible, the institution has focused on making its education abroad programs as affordable as possible. Several years ago, the WVU Board of Governors approved a tuition waiver for faculty-led programs. “Instead of charging the standard university and college tuition fees, we only charge $50 per credit hour,” says Vanessa Yerkovich, director of education abroad.

She adds that for out-of-state students, participating in a faculty-led program can often be more affordable than taking a summer course on campus. The ASPIRE Office, which helps WVU students apply for fellowships and graduate school, also works with Pell-eligible students to apply for Gilman Scholarships. Since 2004 when the Gilman program launched, 63 WVU students have been awarded Gilman Scholarships. 

Another way in which WVU has strived to make education abroad a reality for students is by providing its own scholarships. The John Chambers College of Business and Economics offers dedicated scholarships from a donor to support students who study in Brazil, China, India, or the United Arab Emirates. According to professor Li Wang, those scholarships are specifically targeted at non-European destinations. “We want to make sure students really expand their vision and get to know these emerging markets,” she says. 

Wang designed a faculty-led program to China that includes visits to both Chinese businesses and U.S. companies operating in China. Kristin Moro, who graduated in 2018 with a degree in business administration and information systems management, caught the study abroad bug after traveling with Wang to China. Her second study abroad program to India helped solidify her desire to work in the technology industry. “The first city we went to was Bangalore, …also known as the Silicon Valley of India,” Moro says. “India is a technology hub, and it was so interesting to me as someone interested in tech to see how other parts of the world conduct the same types of business.”

Beyond the financial factor, WVU’s study abroad team and faculty members work to help dispel some of the assumptions and cultural barriers discouraging students from going abroad. Professor Lisa Di Bartolomeo says that for many Appalachian students, it can be a huge leap just to attend WVU. “People throughout the state of West Virginia see Morgantown as the big city,” she says. “If you come from a place where your high school graduated 200 people, just coming here is a huge, scary step.”

To help mitigate students’ apprehension over the unknown, WVU’s orientation places focus on the transition of place and emphasizes the importance of diverse environments. Additionally, the Global Living-Learning Community (LLC) provides the setting for domestic and international students to interact and connect over lived experiences. Open to all students who are interested in learning about other cultures, the Global LLC can often spark a desire to go abroad. 

Elevating Intercultural Knowledge with Global Mountaineers

WVU also recently established Global Mountaineers, a curricular certificate that encourages students to take advantage of global opportunities on campus and abroad. Di Bartolomeo, who coordinates the certificate, began by garnering the support of deans and other stakeholders across campus. Students complete an introductory and capstone global competence course, take approved core courses, meet a language requirement, and study abroad or do an international internship.

The goal of the certificate program is to add value without increasing time to degree. “I was really careful to include courses that either count for the general education or that will count toward majors where students are likely to find an interest,” Di Bartolomeo says. The certificate was launched in fall 2018, and graduate Courtney Watson was the first WVU student to earn it. “It feels very rewarding to be the first person to graduate with a Global Mountaineer Certificate because WVU is such a big school with a rich history and a lot of students, and because in today’s world, global awareness is a critical skill to have,” she says. 

Di Bartolomeo approached Watson about earning the certificate because she had already met most of the requirements as a Russian minor and three-time study abroad student. “We both agreed that it would strengthen [my] global education because it would combine my education abroad experiences, my Russian language skills, and my research skills into a nice certification, which helped when I was applying to jobs,” Watson says. 

Providing a Productive Environment for International Students

Along with expanding and promoting its internationalization portfolio, WVU has recharged its international student recruitment strategy over the last decade to offset declining enrollment from in-state students, diversify its student body, and promote cross-cultural understanding. In particular, the institution has been able to leverage its expertise in areas such as petroleum and natural gas engineering to attract students from around the world. West Virginia University offers one of only four ABET-accredited programs encompassing both petroleum and natural gas engineering in the country. 

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WVU’s international student recruitment efforts have seen an increase in enrollment from around 1,200 students in 2007–08 to approximately 2,300 in 2017–18. The top sending countries are Kuwait, Saudi Arabia, China, India, and Oman. 

Located within the Office of Global Affairs, International Students & Scholars Services (ISSS) offers support to all international students on campus. In January 2017, WVU created its Office of Sponsored Students to provide extra support to its population of sponsored students, who make up more than 70 percent of all international undergraduates and almost half of all graduate students. “We started it because we realized that sponsors and their students have unique needs that other international students don’t have,” says Cindy Teets, director of sponsored student services. 

Farhan Ahmed, an Indian student who graduated in 2019 with a degree in sport and exercise psychology, appreciates the level of service he received from ISSS and OGA during his time at WVU. “My friends at bigger universities talk about how many international students there are, but there’s not really events going on,” he says. “But here, the environment is so inclusive and so open.”

Extending and Internationalizing Health Sciences

Another draw for international students applying to WVU has been its extensive health sciences programming and specialized training. The university Health Sciences Center runs the state’s largest health system, providing increased access to health care in a largely rural region of the country. The Health Sciences Center runs five schools: dentistry, medicine, nursing, pharmacy, and public health. 

Operating within the Health Sciences Center, the Global Engagement Office (GEO) coordinates all international engagement related to health sciences. “We live in one very small world today in respect to health issues,” says professor Chris Martin, who directs the GEO. “Our students these days have a far more contextual understanding of global health than their predecessors did.”

WVU’s health sciences programs provide training to medical and dental students from abroad. Building on the institution’s broader engagement in the Middle East, the Health Sciences Center hosts up to eight Kuwaiti students per year who complete their undergraduate degrees at WVU and then apply to WVU’s medical or dental schools. “They can be here for up to a decade. It’s a nice model because it gives them a lot of time to adjust to different educational systems. By the time they hit medical or dental school, they’re prepared,” Martin says. 

Zeinab Atiah is a third-year student at the School of Dentistry who started at WVU as an undergraduate after receiving a scholarship from the Kuwaiti Ministry of Higher Education (MOHE). “West Virginia University was one of the accredited universities that the MOHE accepts…[and] the best clinical experience that I would possibly get was in the USA,” she says. “Faculty members are always available for us and taught us how to be professional with our patients and build up the skills necessary to become a dentist.”

WVU also trains 19 Saudi Arabian residents and fellows in various graduate medical programs. The residents graduate from medical school in Saudi Arabia and then do specialized training in fields such as internal medicine, pathology, psychiatry, and robotic cardiovascular surgery. According to Martin, WVU’s Health Sciences Center has designed its programs for international professionals to fill unused training capacity. “We’re not displacing our usual pool of applicants. For example, psychiatry has accreditation to take seven residents per year. But we only have funding for six, so that the seventh slot is available to those sponsored students,” Martin says. 

As is the case for the larger institution, taking part in international networks and leveraging partnerships has been central to the Health Science Center’s internationalization strategy. “We’re a small university in terms of financial resources. We don’t have endowments, we don’t have Fogarty [global health] grants that a lot of other large universities do. So we’ve tried to work with national networks to get that coordination,” Martin says.

The institution participates in the Association of American Medical Colleges Visiting Student Learning Opportunities program at global and domestic sites, which allows medical students to take electives while trying to get into residency programs. In addition to sending students abroad through the program, WVU is the second most active site in the United States for hosting international students. 

Through that network, WVU sent a group of neurologists to Guatemala to provide training to health care workers including nurses, social workers, and case managers in the early diagnosis of disorders such as depression, Alzheimer’s, and Parkinson’s. Those frontline health care workers can then find additional support from WVU physicians through telemedicine, which uses technology to diagnose and treat patients remotely.

Allie Karshenas, associate vice president of clinical operations and institutional advancement, says that the engagement of health sciences abroad is beneficial not only to the partners abroad, but also the home state. “By working with these small countries that are impoverished and under-resourced, we are able to internalize those values for our learning,” he says. “Most of what we learn can come back in the form of improving our own processes, access to health care, and access to technology in our own state.”
 

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A leading research university founded in Providence, Rhode Island, in 1764, Brown University is known for its open curriculum that allows students to become the architects of their own education. Through its strategic planning, myriad study abroad opportunities, and wide spectrum of international student support services, Brown continues to drive its internationalization agenda forward.

Brown University graduate Nothando Adu-Guyamfi was not the typical education abroad student. “I’m from South Africa, so I always joked that I’m already on study abroad,” she says.

Adu-Guyamfi and 10 classmates from Brown traveled to Ghana in January 2019 as part of a social sciences course, “The African Atlantic Diaspora: Race, Memory, Identity, and Belonging,” taught by professor Shontay Delalue. The course looked at the long-lasting ramifications of the transatlantic slave trade and how they impact questions of race and identity in the United States and abroad. The students visited sites such as the slave castles at Elmina and Cape Coast and tied them back to their own lived experiences. All travel expenses were covered through Brown’s Global Experiential Learning and Teaching (GELT) grant program.

Adu-Guyamfi hadn’t planned on studying abroad when she enrolled at Brown, but she couldn’t pass up the chance to take the course with Delalue, who serves as vice president for institutional equity and diversity. “What drew me to that class was my experience in coming to America as a black person and not necessarily initially understanding the social dynamics of that,” Adu-Guyamfi says.

As a member of Brown’s International Student Advisory Board, Adu-Guyamfi has had conversations with many other students about how their identities, “both those that they acknowledge and recognize and those that are put upon them when they come here,” shape their experience in the United States.

“Understanding my positionality was something that was eye-opening for me,” Adu-Guyamfi says. “The discussions we had and the framework that we were looking at definitely helped me grapple with my time here at Brown and understand what it means to be a black international student.” Adu-Guyamfi’s time abroad and participation in Delalue’s class added additional dimensions to those conversations.

Prior to her current position as chief diversity officer, Delalue served as dean and director of international student experience. Her own experience working in international education and diversity services has helped to elevate the discussion of identity and student experience both in her classroom and across the institution. “I am proud that we are really thinking about internationalization and its intersections with domestic diversity,” Delalue says.

Fostering Internationalization Through Strategic Planning

A focus on identity, inclusion, and the student experience has become a cornerstone of Brown’s global engagement. Internationalization at Brown took on new momentum in 2016 with the launch of Global Brown, a plan that guides the university’s international partnerships, research and curriculum, education abroad programming, and support for international students and scholars.

After becoming provost in 2015, Richard Locke tasked Deputy Provost for Global Engagement and Strategic Initiatives Shankar Prasad with developing an operational blueprint to help integrate a global perspective into the university’s 10-year strategic plan, Building on Distinction. The idea was that internationalization, much like diversity and inclusion, should be integrated into the institution’s strategic priorities.

To accomplish this task, Prasad first wanted to take stock of how the university might better support “Brown in the World” and “The World at Brown,” looking at outbound mobility and engagement abroad as well as the international community that exists on campus in Providence, respectively.

Prasad began by talking to stakeholders across campus to identify areas where there were gaps of support. Those conversations led to both organizational and structural changes. To streamline Brown’s global engagement, various international initiatives were centralized under the Office of Global Engagement (OGE), which reports directly to the provost. The OGE helps to coordinate activities between units such as the Office of International Programs, which oversees education abroad, and the Office of International Student & Scholar Services, which offers immigration support.

The OGE also created a new position focused on international travel safety and security that serves the entire institution. In this role, director Christine Sprovieri has developed a number of policies and procedures to help mitigate risk for student, staff, and faculty travel, and she created an emergency response plan.

In addition to providing resources and hiring more staff to support international students, Brown opened up a dedicated center for the international population. “Students don’t care who reports to whom in this university; they just want to know where to go,” Prasad explains. “So we created a one-stop shop.”

“Most of us still continue to report to different parts of the university, but we make up Global Brown,” he continues. “The idea is that the 40 people who support internationalization, whether that’s going abroad or coming here, are united by this common mission.”

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Tying Partnerships to Strategic Priorities

During the development of the internationalization blueprint, Provost Locke wanted to make sure that Brown’s approach to global partnerships supported the university’s strategic plan. “Brown’s approach to global engagement had been similar to many universities’, and focused on entering a number of MOUs with organizations all over the world,” he says. “We decided to rethink this, undertake a careful review, and continue with the ones that align with Brown’s academic strengths and priorities and have substantive activity taking place.”

Shaira Kochubaeva, associate director for global engagement, oversees all aspects of Brown’s international partnerships to advance its international efforts in the areas of research, teaching, and service. The OGE team has adopted a “less is more” approach by focusing on approximately 75 robust partnerships, the majority of which are concentrated in Brazil, China, France, India, Japan, South Korea, and Spain. Brown also aims to establish more institutional partnerships that encourage a multidisciplinary approach and involve different departments around campus.

One example is Brown’s long-standing relationship with Charles University in the Czech Republic. Starting with a faculty collaboration in Slavic linguistics, the partnership now extends to American studies, applied mathematics, classics, East Asian studies, Egyptology and Assyriology, history, Italian studies, and Slavic studies.

Brown is in the process of planning a new pan-university center for global health that will support research, education, and service in four focus areas: global health and migration/displacement, global health and gender/gender equity, current and emerging epidemics, and global aging. The key values will be to promote health and well-being for all people of all ages around the world; advance social justice, emphasizing equity, diversity, inclusion, and sustainability; and ensure transparency and accountability in all partnerships, local to global, according to Susan Cu-Uvin, director of the current Global Health Initiative. The working committee is led by Susan Short, director of the Population Studies and Training Center.

Leveraging Networks to Expand Study Abroad

One of the outcomes of Brown’s emphasis on productive partnerships is that more than 500 Brown students study outside of the United States each year, facilitated by the Office of International Programs (OIP). Brown-sponsored programs currently operate in 13 countries. The majority of participants spend at least a semester abroad, though Brown also offers short-term programs to Ireland, Italy, Russia, and Spain.

Since 2014, Brown has led the Consortium for Advanced Studies Abroad (CASA). The group is made up of 12 comprehensive research institutions, including the University of Melbourne in Australia and Trinity College Dublin in Ireland. Prior to the creation of CASA, a number of the consortium members were running separate programs in the same cities. By working together, they can better attain a “critical mass of students,” says Kendall Brostuen, OIP director.

Another benefit is being able to leverage the partnerships that CASA members have with local universities. At many of CASA’s locations, the strength of the consortium opens doors to learning opportunities beyond the classroom, including internships, community engagement, and undergraduate research.

“We’re able to take advantage of the vast network that our universities have in those locations,” Brostuen explains. “If we are able to pool our resources, it can be much more beneficial for our students, and we can think strategically when it comes to investing in these programs.”

Recent graduate Nicole Comella, who studied public health, took part in the CASA program in Havana, Cuba. “The program is run out of Casa de las Américas, which is essentially one of the most renowned cultural institutions in the city,” she says. “We have classes within the consortium with Cuban professors, and they’re pretty well-known Cuban academics. And then you also have the choice to take classes with the University of Havana.”

Every 5 years, CASA identifies a theme that transcends national boundaries to promote undergraduate research and faculty engagement. “We want to use these institutional relationships on the ground with key partner universities as a catalyst for faculty engagement,” Brostuen says. “To this end, we have opportunities, for example, for faculty and researchers from the partner university to actually carry out research that is funded by the consortium.”

Cultivating Research and Experiential Learning Abroad

During her time abroad, Comella also completed a photojournalism project on the Cuban health care system through Brown’s Global Independent Study Project (GLISP). Students work with a Brown professor to pursue an independent research project, and they receive funding for any local travel that might be required. More than 225 students have undertaken research abroad through GLISP over the last 10 years.

“GLISP encourages students who are going abroad to actually carry out research on a particular theme that they could never explore here in the United States,” Brostuen says. “The purpose of this is really to tie the international experience back to Brown.”

Makedah Hughes participated in a Brown-sponsored program to Paris where she studied comparative literature and French studies at the Sorbonne. Her GLISP project was a comparative analysis of how black identity is expressed in French literature and music. “Personally, I have always been really interested in black identity or Afro-descendants in French spaces,” Hughes says. “It was so hard to do that kind of work here at Brown because there’s just not a large population of francophone black folks here. It was great to be in that community and to make connections like that.” Hughes’s connections from the program also helped her to successfully apply for an English Teaching Assistant Fulbright to France in fall 2019.

In addition to GLISP, Brown has supported faculty and graduate student research abroad through the Global Mobility Grant since 2015. The program provides funding to faculty who seek to conduct short-term research abroad and graduate students who wish to devote a summer or semester conducting pre-dissertation research at an international institution.

A fifth-year PhD student in comparative literature, Edvidge Crucifix used the grant to travel to North Africa and her native France to do archival research. “The grant really was the turning point in my research. It completely changed what I was doing,” she says.

Global studies and reflective cultural awareness are also elements woven into Brown’s executive master’s programs (EMBA) for mid-career adult students. EMBA students study in South Africa and explore the challenge of entrepreneurship in Cape Town’s townships, while students in other programs study comparative international health care systems and learn about corporate science and technology practices in South Korea, according to Karen Sibley, dean of the School of Professional Studies.

Brown also sends students abroad through the GELT program, which embeds a travel component into a longer course. Faculty can apply for a course development grant with the possibility of securing an additional $35,000 to cover travel costs for up to 12 students. GELT course topics have included Delalue’s course on the African Atlantic diaspora and another on the geology of volcanoes in Greece. Since 2014, between three and five faculty have received funding each year.

“When faculty apply to teach GELT courses, we’re looking at how explicit they’re making the learning goals for the course and how the travel component of the course can actually help students achieve those learning goals,” explains Sarah Mullen, chief of staff and assistant director of curricular programs in the College. Brown is distinctively known as a University-College, with undergraduate education based in the College.

In addition to the many ways in which Brown undergraduates are inspired to study abroad, Brown’s pre-college program offers multiple study abroad opportunities each summer, demonstrating the value placed on global experience to prospective Brown undergraduates.

Supporting International Students Through the Global Brown Center

Global Brown also focuses heavily on the international community on campus. Seventeen percent of the university’s 7,000 undergraduates are international. At the graduate level, 42 percent of master’s students and more than half of doctoral students come from abroad. The top sending countries are China, India, Canada, South Korea, and Turkey.

Supporting international students and scholars at Brown is part of President Christina Paxson’s vision for comprehensive internationalization. “One of Brown’s greatest strengths is our diverse, global community. We value the more than 2,000 international students and scholars who are essential to our university. And the ideas, experiences, and perspectives they bring are critical to our capacity to engage in teaching, research, and service with excellence and distinction,” Paxson says. “We are committed to attracting the most talented and promising students and scholars from all countries of origin, cultures, races, religions, identities, and experiences, and to cultivating an environment that ensures the free exchange of ideas and advancement of knowledge.”

That commitment begins with open, ongoing dialogue with international students about their goals and needs. In her former position as dean of international student experience, Delalue spent much of her time talking to international students about what they really needed from the university. “A big part of my responsibility was to assess the landscape and really help the senior-level administration understand what would be needed to best support international students,” Delalue says.

She created the International Student Advisory Board as a forum for international students to share their experiences and concerns. One of their recommendations was to reserve a dedicated space on campus for the international population. Students also expressed a clear need for more academic and extracurricular support.

In response, the Global Brown Center for International Students (GBC) was established under campus life in May 2017. Several months later, Brown opened the Global Brown Lounge, known as “the Globe,” which provides a physical space for international students. The GBC has the same status as other affinity centers on campus such as the Brown Center for Students of Color, the LGBTQ Center, and the Sarah Doyle Center for Women and Gender. Any student who identifies as international— including students with immigrant backgrounds and U.S. citizens who grew up abroad—is welcome.

Former GBC program director Christina Bonnell, along with a staff of 12 students, ran a mentoring program and planned orientation and other programming for international students. The GBC currently works with 40 internationally focused student organizations.

Ramisa Fariha, a biomedical engineering master’s student from Bangladesh, works in the GBC as a community fellow responsible for organizing events for international graduate students. She is also a member of the International Student Advisory Board. “Being a part of the advisory board is really cool because you’re actually involved with identifying problems pertaining to international students,” she says.

Fariha has coordinated events such as a healthy meal prep night led by a former international student who now runs her own start-up company. “We’re always cooped up in our labs or doing research, so we need a few social events,” Fariha says.

Designing Programming for International Student Success

In support of the international community, Brown created academic dean positions to serve as advisers to both international undergraduate and graduate students. Part of the rationale for the new positions was that “no student should come here and feel like they have no idea how to navigate the college experience,” Prasad says.

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Some international undergraduates, for example, might need help in understanding Brown’s open curriculum, which means that there are no core curriculum or distribution requirements that students must complete in order to graduate. Students are able to choose the classes that most interest them and, in some cases, design their own major, known as a “concentration” at Brown.

As the associate dean for international undergraduate students, Asabe Poloma has focused on identifying some of the academic barriers and challenges preventing international students from thriving. She has started conversations with faculty and advising deans about culturally relevant pedagogy and inclusive advising practices and worked with the campus career center, CareerLAB, to bring attention to professional development for international students.

“We try to approach all of our programming with the intention of thinking about the international student identity and experience as an asset,” Poloma says.

Divya Mehta, a former international student and Brown graduate, was hired as the first international student career coordinator. Working with Poloma, she co-organized an annual undergraduate career conference and helped connect international students with Brown alumni. “This year, we had alumni from several different fields and industries come in to create a first step to mentorship, but also have the opportunity for students to understand what their career trajectory could look like,” says Mehta, who recently left her position to attend graduate school at London School of Economics.

Creating Spaces for International Graduate Students

The international graduate student population at Brown has grown rapidly over the last decade in tandem with the expansion of its master’s programs. Because Brown as an institution is largely focused on undergraduate teaching, international graduate students advocated for a dedicated support person for their particular needs.

Coming out of the Global Brown strategic planning process, “we knew we needed someone to be the point person for international grad students,” says Shayna Kessel, the associate dean of master’s education and interim associate dean for international graduate students.

The international graduate students “were using these undergraduate resources to try to resolve housing issues, tax issues, social issues, and nobody really knew what to do for them,” she adds.

As the associate dean of master’s education, Kessel was already serving as the primary adviser for many of Brown’s international graduate students. So it made sense to appoint her as the point person for international graduate students. “What we’ve taken away from me being in this position for a year is that there has to be a physical connection between the Graduate School and Global Brown,” she says.

Third-year PhD student Sophie Brunau-Zaragoza has been the chair of international advocacy on the Graduate Student Council for the last 2 years. She says the biggest part of her job has been asking how new policies and programs might impact international graduate students. “There’s usually a very easy solution to include international grad students. It’s just that no one else had thought about it,” she says.

Brunau-Zaragoza worked closely with Bonnell at the Global Brown Center to revamp the international graduate student orientation. “We got rid of as much of possible of the academic structure,” she says.

A concrete example of the changes that Kessel has been able to make is allowing graduate students to have their degrees conferred at multiple points during the year. Students were staying in Providence longer than they needed to because they were unable to get jobs at home without a physical diploma. Brown turned out to be the only Ivy League institution that only conferred degrees once a year.

“Just knowing international graduate student needs and being able to do something about it, and having really receptive administrators, has been really important,” Kessel says.

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